Self-Guided Course Design and Development

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Last modified on 

February 5, 2026

 by 

Jennifer Parker

Overview

This post guides UConn faculty in designing, building, and teaching online and hybrid courses. Please see UConn Registrar’s Course Modalities for a complete explanation of each instructional approach.

The phases outlined are intended for faculty with a strong background in teaching and pedagogy who are already comfortable using HuskyCT.  To learn more about the skills and knowledge needed, see UConn Competencies for Online and Hybrid Instruction.

We encourage faculty who prefer a more guided support model to review the phases outlined in this site and then contact eCampus to work with one of our staff members.

Human symbol with arms extended to indicate universal design of learningThis icon indicates information related to accessibility and universal design of learning.

Symbol of half human brain and half electronic wire branches with letters AI indicating an Artificial Intelligence tip.This icon indicates information related to Artificial Intelligence use in course design.

Phase 1: Design

Digital illustration of an open notebook with checklist and lightbulb representing online course design [AI-generated image]
Figure 1 – OpenAI. (2026). Digital illustration of an open notebook with checklist and lightbulb representing online course design [AI-generated image]. ChatGPT (DALL·E). https://chat.openai.com 
  • “Is there a systematic and efficient way to plan my new course?”
  • “How can I make a meaningful connection with my students?”
  • “What do I want my students to learn?”
  • “Which activities will help me create a robust and interactive online learning environment?”

eCampus follows Quality Matters (QM) standards and guidelines in designing online and hybrid courses. Before planning your instructional materials, activities, and assessments, familiarize yourself with the QM Rubric.pdf.

View the QM Rubric with Annotations for more details and instruction on meeting each standard:

  • Contact eCampus for a Quality Matters Workbook, or
  • Access the QM Rubric with Annotations online:
    1. Create a Quality Matters Account. Enter email then click “No, I am new here.”
    2. Log into QM
    3. Choose CRMS on top Menu
    4. Choose (For Reference Only) View Sample Reviewer Worksheet
    5. Select “The Quality Matters Higher Education Rubric, Seventh Edition”
    6. View all standards by clicking through the interface

At the end of the course design and development process (Step 3.3) you will perform a Quality Matters Self-Review of your new course.

The following steps of the Design Phase will help you systematically create your course to meet quality course design standards and promote student learning.

Seven steps of the course design phase in a circular graph
Figure 2 – Steps in the Course Design Phase 

Before starting the design of your course, review University policies related to online teaching and course design: 

Human symbol with arms extended to indicate universal design of learningAccessibility – Title II of the Americans with Disabilities Act requires all public universities, including UConn, to ensure digital content is accessible. This includes webpages, PDFs, social media posts, apps, and more. The following resources can help guide you in making your instructional materials accessible.

During Phase 1, you will complete a Course Design Plan (CDP), which captures the alignment of key course components (objectives, assessments, learning activities and instructional materials) to ensure they work together to help students achieve the course-level objectives.  This completed document will play a major role in guiding you as you build your course in Phase 2 and helping you finalize your syllabus in Phase 3.

Three symbols, a target with arrow, a measuring tape and a group of three people to represent the three characteristics of well written learning objectives: (1) specific, (2) observable/measurable and (3) student-centered.
Figure 3 – The three characteristics of well written learning objectives: (1) specific, (2) observable/measurable and (3) student-centered.

Articulate what you want your students to know or do. Define course and module objectives to guide assessments, instructional materials, and learning activities. By designing your course around what you want students to know or do, you will more efficiently and effectively create a quality course where students meet expectations.

Symbol of half human brain and half electronic wire branches with letters AI indicating an Artificial Intelligence tip.Use AI to craft objectives that meet the standards of specific, observable, and student-centered. See Copilot Prompt Templates for Course Design for AI prompts to help with writing learning objectives. 

Determine the assessments to measure students’ achievement of the course-level objectives. Keep in mind the unique nature of online learning and recognize that in-person assessment methods do not always translate well to the online environment. 

Human symbol with arms extended to indicate universal design of learningAs you plan your assessments, consider principles of Inclusive Online Course Design & Facilitation.

Symbol of half human brain and half electronic wire branches with letters AI indicating an Artificial Intelligence tip.Ask AI to brainstorm aligning assessments for your learning objectives. See Copilot Prompt Templates for Course Design for guidance. 

Choose or create instructional materials that will help students achieve the learning objectives and document them in your course design plan.

Human symbol with arms extended to indicate universal design of learningAs you select and create instructional materials, consider principles of Inclusive Online Course Design & Facilitation.

Determine interactions that will help students meet the learning objectives and document the learning activities in your course design plan.  When deciding on learning activities, consider opportunities for student-to-student, student-to-instructor, and student-to-content interactions. 

Types of InteractionsActivity Focus
Discussions 
Facilitate open dialogue on course topics, encourage critical thinking, and foster collaborative learning. 
Role-plays Allow students to simulate real-world scenarios and explore perspectives through enacted situations. 
Field Trips (virtual or in-person) Provide experiential learning opportunities through visits to relevant sites or virtual environments. 
Simulations Use interactive models or virtual simulations to practice skills and apply concepts. 
Scenario-based Activities Engage students with realistic case studies or problem-solving tasks to enhance analytical skills. 
Scavenger Hunt Encourage exploration and discovery through tasks requiring students to locate and collect specific information or items. 
Lab Exercises Provide hands-on experiences to apply theoretical knowledge in a controlled settings. 
Journal Entries Promote reflective learning and personal engagement with course content. 
Lecture or Video with Handouts with Gaps Encourage active listening and note-taking by providing handouts requiring students to fill in missing information. 
Self-Quizzes or Knowledge Checks Enable students to assess their understanding independently with automated feedback. 
Student-created Outlines, Concept Maps, or Graphic Organizers Foster organizational and conceptual thinking by having students create visual summaries of their learning. 
Short Writing Assignments Encourage analytical and creative expression through brief written tasks focused on specific topics. 

For more learning activity ideas, see:

Human symbol with arms extended to indicate universal design of learningAs you plan learning activities, consider ways to incorporate Universal Design for Learning (UDL).

Symbol of half human brain and half electronic wire branches with letters AI indicating an Artificial Intelligence tip.Ask AI to brainstorm learning activities. See Copilot Prompt Templates for Course Design for guidance.  You may also consider using AI as part of learning activities, such as BlackBoard’s AI Conversation tool.

Tips for Hybrid and Online Blended Courses

  • Keep activities during synchronous class time that work best with real-time student engagement, such as case studies, debates, internships, field trips, group work, and hands-on demonstrations.  
  • Create activities for the asynchronous online environment that are best suited for that type of delivery, such as self-checks, quizzes, individual writing assignments, or asynchronous discussions.

Tools and Technologies

In addition, document any tools you will need to facilitate the learning activities.  

Perform a Quality Matters Self-Review of the following standards:

  • Learning Objectives (Standards 2.1-2.5) 
  • Assessment and Measurement (Standards 3.1-3.6)
    • While standard 3.4 mentions the option of creating student choice for assessments, it doesn’t explicitly mention UDL.  Consider if your assessments provide multiple means of expression for students. 
  • Instructional Materials (Standards 4.1-4.5)
    • Standard 4.5 mentions multiple means of representation.
  • Learning Activities and Learner Interaction (Standards 5.1-5.4)
  • Course Technology (Standards 6.1-6.4)
  • Accessibility and Usability (Standards 8.1-8.7)

Phase 2: Build

Digital illustration of notebooks, design plans, and a laptop representing online course building
Figure 4 – OpenAI. (2026). Digital illustration of notebooks, design plans, and a laptop representing online course building [AI-generated image]. ChatGPT (DALL·E). https://chat.openai.com 
  • “What are some guidelines for creating the best video content?”
  • “Are there course templates available in HuskyCT to make my job easier?”
  • “Where can I get online and in-person training on HuskyCT and other software/technologies for my course?”
  • “How can I be sure what I am building meets accepted standards for online courses?”

The following steps of the Build Phase provide you with direct links to online training, resources, templates, and guidelines you will need to build your course.

Begin by requesting your HuskyCT site. Next, select a course development method: 

  1. Apply the eCampus HuskyCT Template. Ideal for those seeking a structured, module-driven course design that complies with Quality Matters and accessibility standards. It requires fundamental editing and building skills in HuskyCT. Refer to Using the eCampus HuskyCT Template for instructions on accessing the template.  
  2. Copy course content from an existing course. Recommended for instructors who would like to repurpose material from previously taught courses.  
  3. Build your HuskyCT site from scratch. Recommended for those proficient in HuskyCT and a custom course structure is preferred.

The Course Design Plan prepared in Phase 1 identified and listed the content, materials, activities, assignments, and assessments needed for a successful course. Refer to the links below for guidance on building the planned elements in your HuskyCT course site. 

Getting Started with Ultra Course View (video)

Build video and audio-based content (e.g., lecture capture, voice-over PowerPoint, screencasts, and podcasts) – Multimedia helps bring your content to life and supports different learning preferences. UConn provides tools and facilities for creating high-quality instructional videos. 

Human symbol with arms extended to indicate universal design of learningProviding accurate captions in video content supports much more than hearing impaired students, including those with auditory processing difficulties, those for whom English is their second language, or those who prefer to read along while listening. According to a survey conducted by CETL, 84% of UConn students prefer captioned videos. Key Takeaways from the CETL Online Student Preferences Survey. 

Symbol of half human brain and half electronic wire branches with letters AI indicating an Artificial Intelligence tip.Try Using the AI Design Assistant in Ultra Course View when building your course in HuskyCT.

Human symbol with arms extended to indicate universal design of learningUse the eCampus Accessibility Checklist and Guide to ensure all students can access and engage with the course content.

HuskyCT also has an accessibility tool called Ally. It gauges the accessibility of course content and provides an overall report along with guidance and tips for improvements. Ally also allows students to download alternative formats of files, which supports UDL’s Multiple Means of Representation.

Setup the Gradebook – a key tool for communicating feedback and expectations. It also helps instructors and students track progress.

Symbol of half human brain and half electronic wire branches with letters AI indicating an Artificial Intelligence tip.Try Generating Rubrics via the AI Design Assistant in Ultra.

Explore web-based conferencing and communication options and settings:

Refer to Managing Your Online Course for additional information and communication tips. 

Refer to help and resources at any step within the course development process:

Use the Quality Matters (QM) Annotated Rubric (see Phase 1 for instructions on accessing) to evaluate how well you have met the following standards:

  • Assessment and Measurement (Standards 3.5-3.6)
  • Instructional Materials (Standards 4.1-4.5)
  • Learning Activities and Learner Interaction (Standards 5.1-5.4)
  • Course Technology (Standards 6.1-6.4)
  • Accessibility and Usability (Standards 8.1-8.7)

Phase 3: Teach

Digital illustration of a professor teaching an online course
Figure 5 – OpenAI. (2026). Digital illustration of a professor teaching an online course [AI-generated image]. ChatGPT (DALL·E). https://chat.openai.com 
  • “How can I best prepare my students for an online course?”
  • “What should I do differently when I teach my online course?”
  • “To what extent should I be available to my students?”
  • “What should I be doing during different stages of the course (before, during, and after)?”

The following steps of the Teach Phase provide the best practices, timelines, and recommended strategies – grounded in Universal Design for Learning (UDL) – in preparation for the unique teaching and learning needs of the online environment.

Human symbol with arms extended to indicate universal design of learningBefore you begin your course, review Inclusive Online Course Design & Facilitation.

  • Provide welcome materials in multiple formats (text, audio, video).
  • Ensure LMS navigation is consistent and accessible (alt text, captions, transcripts).
  • State expectations clearly with visual and textual cues.

Finalize Your Syllabus

Once the course design and build have been completed, use the information from your Course Design Plan to finalize the syllabus template downloaded in Step 1.2. Revise the eCampus Course Syllabus Template as necessary to meet the unique nature of your online or hybrid course.

Prepare to Manage Your Online Course

Review the following sections in Managing Your Online Course:

  • Four months or more before the course begins 
  • One month before the course 
  • One week before the course begins 

Review best practices and teaching tools: 

Make data informed decisions based on course analytics and progress tracking: Reporting and Analytics in Ultra Course View

Use the Quality Matters (QM) Annotated Rubric (see Phase 1 for instructions on accessing) to evaluate how well you have met the following standards:

  • Course Overview and Introduction (Standards 1.1-1.9)
  • Learner Support (Standards 7.1-7.4)

Lastly, perform a Quality Matters Self-Review of your new course in its entirety. Make revisions to the course as necessary.

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